Generic Rubric to Assess a Research-based Project (Inquiry)

Categories &
Expectations
Criteria Level 1 Level 2 Level 3 Level 4
KNOWLEDGE AND
UNDE!"AND#NG
Kno$le%ge o&
content
The student
demonstrates
knowledge of
content (e.g. facts)
The student
demonstrates
limited
knowledge of
the content.
'li&e o& t(e
&a)o*s
person+
The student
demonstrates
some
knowledge of
content
The student
demonstrates
good
knowledge of
content
The student
demonstrates
thorough
knowledge of
content
Un%erstan%ing o&
content
The student
demonstrates
understanding of
content (e.g.
significance of
concepts, ideas,
theories)
The student
shows limited
understanding
of the content.
'signi&icance
o& t(e &a)o*s
person on
t(eir ti)es+
The student
shows some
understanding
of content
The student
shows good
understanding
of content
The student
shows insightful
understanding of
content
",#NK#NG
Use o&
creative-critical
t(in.ing processes
The student uses
creative/critical
thinking processes
with effectiveness
to create a new
product and reflect
on the learning
The student
uses
creative/critical
thinking
processes to
create final
product
'/iograp(0
report) and
reflect on their
learning with
limited
effectiveness
The student
uses
creative/critical
thinking
processes to
create final
product and to
reflect on their
learning with
some
effectiveness
The student
uses
creative/critical
thinking
processes to
create final
product and to
reflect on their
learning with
limited
effectiveness
The student uses
creative/critical
thinking
processes to
create final
product and
reflect on their
learning with
limited
effectiveness

CO11UN#CA"#ON
Expression an%
organi2ation o&
i%eas an%
in&or)ation in oral3
$ritten3 an% vis*al
&or)s
The student
expresses and
organizes ideas and
information with
effectiveness
The student
effectively
organizes ideas
in presenting
results of
inquiry with
limited
effectiveness
'report
&or)at+
The student
organizes ideas
in presenting
results of
inquiry with
some
effectiveness
The student
organizes ideas
in presenting
results of
inquiry with
considerable
effectiveness
The student
organizes ideas
in presenting
results of inquiry
with a high
degree of
effectiveness
Co))*nication &or
%i&&erent a*%iences
an% p*rposes
The student
communicates for
different audiences
and purposes with
effectiveness
The student
presents
findings of
inquiry for
different
audiences with
limited
effectiveness
The student
presents
findings of
inquiry for
different
audiences with
some
effectiveness
The student
presents
findings of
inquiry for
different
audiences with
considerable
effectiveness
The student
presents findings
of inquiry for
different
audiences with a
high degree of
effectiveness
Use o& conventions3
voca/*lar03 an%
ter)inolog0
The student uses
conventions,
vocabulary, and
terminology
The student
uses
conventions,
vocabulary, and
terminology
related to
making and
presenting
The student
uses
conventions,
vocabulary, and
terminology
related to
making and
presenting
The student
uses
conventions,
vocabulary, and
terminology
related to
making and
presenting
The student uses
conventions,
vocabulary, and
terminology
related to
making and
presenting
products for
products for
inquiry with
limited
effectiveness
products for
inquiry with
some
effectiveness
products for
inquiry with
considerable
effectiveness
inquiry with a
high degree of
effectiveness
A44L#CA"#ON
1a.ing connections
$it(in an% /et$een
contexts
The student makes
connections
between proect
and the world
outside the school
The student
makes a limited
number of
connections
between the
project and the
world outside
the school.
'connection
/et$een li&e
o& t(e &a)o*s
person an%
t(e i)pact o&
t(at person
(as on t(eir
o$n $orl%
an% societ0+
The student
makes some
connections
between project
and the world
outside the
school
The student
makes a variety
of connections
between project
and the world
outside the
school
The student
makes a wide
variety of
connections
between project
work and the
world outside
the school